Parental support and the academic achievement of student in advanced level secondary schools in Nakaseke District, Uganda

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Kampala International University, College of education, open distance and e-learning.
This study was carried out to investigate the level of parental support to their children studying in Advanced-Level secondary schools in Nakaseke district of Uganda; to find out the state of children’s academic achievement in Advanced-Level secondary schools in Nakaseke district of Uganda, as well as to assess the perceived influence of parental support on the academic achievement of children in Advanced-Level secondary schools in Nakaseke district of Uganda. Out of the 172 questionnaires distributed to the S.6 students as respondents, 150 questionnaires were returned. Therefore, quantitative data was analyzed from the responses of 150 people. In addition, five teachers and 20 students were asked oral questions. The study was carried out in eight secondary schools out of the 24 secondary schools in Nakaseke district. It was found out that parental support is generally low, students’ performance is generally good, and that many students perceive their parents not to influence their (children’s) academic progress significantly. Based on the findings of the study, it is concluded that though in rural areas like Nakaseke people are fond of producing children, and although they desire their children to become very important persons, many parents do not adequately support their children in educational-related matters. This is mainly due to poverty, low level of education, men having many children and wives/women, as well as the perception some parents have that during the days they were studying, they used to walk so many miles to and from school moreover barefooted. Secondly, the A-level students in Nakaseke district are, on average, good performers academically. This is due to the availability of pamphlets which students usually read showing how questions should be answered satisfactorily. Other schools make use of resourceful persons like the UNEB examiners. Schools also organize seminars for the candidates to attend and be taught by experienced teachers from other schools on the satisfactory way of answering questions. Lastly, many students feel that though their parents’ support of their education is necessary, it does not have much influence on their (students’) performance; other factors are determining. These include teacher quality (especially being taught by teachers who are UNEB examiners), the level of students’ seriousness, as well as school managers’ ability to cause teachers to perform. The researcher recommends that there is need for the government, religious leaders and civic leaders to constantly urge parents to do to the best of their ability to support their children’s education both at home and at school instead of thinking that the teachers and the government will do everything for them. Secondly, school managers should invest more in the use of resourceful persons as well as in training their teachers in aspects like UNEB marking style since it was unearthed that teachers who are UNEB examiners are more likely to cause students to pass than their counterparts who are not UNEB examiners. In addition, there is need to urge parents, teachers and headteachers to be more serious in performing their education-related tasks because, these put together, can have tremendous impact on students’ academic progress.
A dissertation submitted to the college of education, open distance and e-learning in partial fulfillment of the requirements for the award of a degree of Master of education administration and management, Kampala International University
Parental support, Academic achievement, Students, Advanced level, Secondary schools, Uganda